General Music Methods in the Secondary School SPRING 2014! COURSE SYLLABUS! EDUC 355! FROSTBURG STATE UNIVERSITY

General Music Methods in the Secondary School SPRING 2014! COURSE SYLLABUS! EDUC 355! FROSTBURG STATE UNIVERSITY 1 Dr. Rebecca Birnie Credits: 3 Office: PAC 207 Room: PAC 121 Office Phone: 301-687- 4117 Schedule: M- W- F, 9:00 am - 9:50 am Email: rabirnie@frostburg.edu Office Hours: Monday/Wednesday/Friday: 10:00 am - 12:00 pm COURSE DESCRIPTION Music teaching emphasizing the secondary school level: materials and techniques for general music classes; computer- assisted instruction and integrated technology; facility with accompanying folk instruments; historical and philosophic foundations of music education; and program development and instructional design. Required in junior year of all students desiring certification in music. Prerequisites: EDUC 354 and admission to Phase II of the Teacher Education Program. COURSE OBJECTIVES As a result of participating in EDUC 355, students will: Demonstrate knowledge of music education pedagogies/philosophies the applications of those theories in the secondary music classroom Reflect upon instructional strategies and how they relate to individual learning styles to meet the needs of a diverse set of learners in a secondary music classroom Create and implement developmentally appropriate lessons for students in the secondary music classroom Demonstrate an understanding of playing and teaching musical instruments that foster independent and collaborative musicianship: keyboard, guitar, drumming, classroom instruments Demonstrate an understanding of singing, moving, playing, creating, listening and reading specific to the secondary music classroom. Become familiar with music resources and materials appropriate to the secondary music classroom (instruments, curriculum, assessment, repertoire, technology, record keeping) Reflect critically upon lesson planning and teaching, observations, learners and classmates Compile a professional development portfolio for secondary music education resources Demonstrate a continuing knowledge of Music Education Standards: - National Standards for music education (1994) http://musiced.nafme.org/resources/national- standards- for- music- education/ - A revision of National Standards is in progress, to be released in 2014, as the National Coalition for Core Arts Standards (NCCAS) (nafme.org) www.nccas.wikispaces.com - Maryland State Curriculum (Content Standards) http://mdk12.org/instruction/curriculum/arts/ REQUIRED TEXTS AND MATERIALS - Engaging Musical Practices: A Sourcebook for Middle School General Music, edited by Suzanne L. Burton, Rowman & Littlefield Education/NAfME, 2012 (ISBN: 978-1- 60709-438- 8) - World Music Drumming, by Will Schmid, Hal Leonard, 1998 (ISBN: 0793595320) - 3- Ring Binder and Dividers (Required for Portfolio Assignment) - NAfME/MMEA Collegiate Membership http://musiced.nafme.org/collegiate/

2 RECOMMENDED TEXTS - Middle School General Music - The Best Part of Your Day, by Elizabeth Ann McAnally, Rowman & Littlefield Education, in association with NAfME, 2009, (ISBN: 978-1- 60709-314- 5) - Teaching Music in the Secondary Schools, fifth edition, by Charles R. Hoffer, Schirmer/Cengage Learning, 2001 (ISBN: 978-0- 534-51655- 0) ATTENDANCE - Attendance and punctuality are an important part of being a professional music educator - Prompt attendance is expected as a demonstration of professional commitment - Attendance is mandatory, as many activities are experiential and will be difficult to make up Excused absences: must be approved by the instructor in advance of the class to be missed (family emergency, illness, university- approved activity). Documentation may be required for your absence. Excused absences in excess of three will be noted and may result in the lowering of the final grade Unexcused absences: final grades will be lowered by one for each unexcused absence Consistent incidences of tardiness (more than three) will be noted and will result in an unexcused absence It is expected that students will not leave class before the end of each scheduled session The student is responsible for the content of a missed class, regardless of the reason for absence Make- up assignments/tests will not be given ASSIGNMENTS - All assignments are due at the beginning of class on the specified date due - Assignments not submitted on the due date will be lowered one grade for each calendar day late - Assignments must be typed include proper grammar, including name/date/assignment title - Preparation for class is expected and required the reading of assignments and participation in activities are also considered assignments CONTACT INFORMATION The instructor will use FSU email addresses and Blackboard announcements to contact students as needed. It is the responsibility of the student to check their FSU email and Blackboard accounts throughout the semester. The instructor reserves the right to change, add or amend this syllabus as needed, with notification to students by email and/or announcement. BLACKBOARD Course syllabus, grades, power points, handouts, and resource information will be posted on Blackboard. ACADEMIC DISHONESTY AND CLASSROOM BEHAVIOR Any form of academic dishonesty, including plagiarism and giving or receiving unauthorized assistance in academic work is prohibited. See statement regarding academic dishonesty from the Pathfinder. All student work must be original or accurately referenced. Disruptive behavior will not be tolerated in the classroom. Use of cell phone (including texting) is not permitted during class. Use of laptop/computer should be directly related to course/class instruction and have instructor permission - students may not be checking email or using other applications during scheduled class time which are not directly related to class instruction.

COURSE ASSIGNMENTS 3 Journal Article Review (2) - Select two articles from the Music Educators Journal, Teaching Music or General Music Today (NAfME publications). These journals may be obtained online by accessing the NAfME website using your NAfME Collegiate membership number or found through the Library. You must choose TWO different articles to review from the following four topics: 1. The Common Core: what it is and how it relates to music education http://www.corestandards.org/ The Common Core State Standards Initiative is an education initiative in the United States that details what K-12 students should know in English language arts and mathematics at the end of each grade. 2. The National Coalition for Core Arts Standards (NCCAS), - upcoming revision of the National Standards for Music Education www.nccas.wikispaces.com https://www.facebook.com/nationalcoalitionforcoreartsstandards http://musiced.nafme.org/news/the- college- board- releases- a- new- study- on- common- core- and- arts- standards- alignment/ Given the central role that the Common Core standards are playing in education and school reform initiatives nationwide, it is a priority of the National Coalition of Core Arts Standards to ensure that the goals and objectives of the next generation arts standards relate clearly and directly to the Common Core, and that these connections are actively considered as a part of the standards writing process. 3. Framework for Teaching, (book by Charlotte Danielson) and the relationship to music education and teacher evaluation. http://www.danielsongroup.org/the Framework for Teaching is a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into four domains of teaching responsibility: 1) Planning and preparation, 2) Classroom environment, 3) Instruction, and 4) Professional responsibilities. 4. STEM (Science, Technology, Engineering, Math): what is it and how it relates to music education. http://www.stemedcoalition.org/ Science, Technology, Engineering, and Mathematics (STEM) Education Coalition represents all sectors of the technological workforce from knowledge workers, to educators, to scientists, engineers, and technicians. They work to raise awareness about the role of STEM in the global marketplace and gain increased federal funding for STEM education. - Journal article reviews should be two pages in length, including a one- page summary and a one- page critique. Suggested questions to consider in your critique: What is the main objective of the article? Did you agree or disagree with the premise of the article? Did the author(s) support the topic with valid references and research? What did you take away from the article? What ideas from the article could be used in your future teaching? Grading - 25 Points (5 points for each requirement): correct source, topic, 2 pages, complete summary, critical critique; Points will be subtracted for incomplete or missing parts of each requirement. - - - - - - - - - > next page - - - - - - - - - - - >

General Music Classroom Observation/Reflection Paper: Attend an observation of a secondary school (grades 6-12) general music classroom. The instructor will assist in scheduling a school/time. Complete a Reflection Paper for the observation using the following guide: Date, School, Time, Grade Level/Class, Instructor s Name, Lesson Objective Summarize the lesson observed Note the Maryland State Curriculum (Content Standards) and the National Standards addressed in the lesson Describe the diversity of learners in the class and how it impacted instruction Your personal reflections of the observation what you learned about the students, the teacher, the lesson, the classroom environment, student behavior, the school, etc. Describe your take away or a wow moment from your experience Grading 25 points: Points will be subtracted for each requirement not fully completed. 4 Choose ONE of the three options below to complete as an Assignment (Choice): 1. Bulletin Board Bulletin Board: Design and post a bulletin board, appropriate for a secondary music classroom. The design must be visually appealing and reinforce a musical concept or skill. The bulletin board will be posted in PAC 121. (Schedule a time with the instructor to gain access to PAC 121 to post by the due date). 2. Journal Article #3 Journal Article: Select a third article (in addition to the two required Journal Article Reviews), following the same directions. 3. Attend MMEA Conference (February 2014) MMEA Conference: Attend the MMEA Conference in February and submit a short reflection paper (1-2 pages) of sessions attended, including a summary and your reflections of the conference. Grading 25 points. Points will be subtracted for each requirement not fully completed. Teaching Unit Create a teaching unit to be used with secondary general music students for a specific grade level (choose one grade level, 6-12). The unit will include 4 lessons, assuming block scheduling (70 minute classes). The teaching unit should reflect elements of music (pitch, melody, harmony, rhythm/tempo/meter, dynamic, timbre, texture). The Teaching Unit should include: A topic or theme connecting the lessons Lesson plan format (Task Stream) Teaching methods reflecting grade level appropriate strategies for secondary students Reference to Maryland State Curriculum (Content Standards) and the National Standards Include all necessary resources with the unit (worksheets, repertoire example, list of instruments utilized, etc.) A minimum of ONE lesson must include the use of a rubric in the assessment (include a copy of the rubric as an attachment to your lesson) A minimum of ONE lesson must center upon the use of some type technology, accessible to most secondary music classrooms Representative of what has been learned from readings, assignments, lecture and participation in class Creativity Print a hard copy of this Unit (4 lessons, stapled together) and bring to class on the date due. Grading - 100 points (10 points for each requirement): 4 lessons, topic/theme, lesson plan format, music teaching methods, Standards, copies of resources, use of technology, reflective of class learning, organization, creativity; Points will be subtracted for incomplete or missing parts of each requirement.

5 Teaching Experiences Students will prepare and teach/share 4 lessons to their peers during class. The goal of this experience is to give students opportunity to begin development of their teaching skills in a supportive environment, with positive and constructive feedback from their peers and the instructor. A variety of resources may be used to develop the lessons, although should be reflective of learning from the course. Sources should be cited, as appropriate and applicable. Teaching #1: Listening Lesson (your musical piece must approved by the instructor in advance) Teaching #2: Beginning Drumming Lesson Teaching #3: Beginning Guitar Lesson Teaching/Sharing #4: Technology Lesson - prepare (Task Stream) and share (5-8 minutes) a lesson using technology (you will demonstrate - software, website, etc.) that you could teach to a middle or high school general music class (you will not teach this lesson - you will explain/share your lesson during class). Each teaching lesson will include: - 15 minutes of teaching time (except #4) - Written lesson plan (Task Stream), with printed copies to distribute to the instructor and classmates, which will also be included in the portfolio - Include all aspects of the lesson, including: Title, Subject, Concept Maryland State Curriculum (Content Standards) and National Standards Resources, Materials Objectives, Procedures Closure (activity that brings the lesson to a close) Assessment (must be directly tied to your objective and be directed to all students) Grading - 50 points each Teaching Experience (10 points for each requirement): appropriate topic for lesson, teaching methods, lesson plan format, presentation- overall, presentation- teaching Points will be subtracted for incomplete or missing parts of each requirement. Professional Development Portfolio Students will develop a secondary music education portfolio during the course, using a large 3- ring binder and dividers to organize all aspects of this course. Please divide your notebook with the following FOUR sections: 1. Assignments & Notes (journal article reviews, classroom observation reflection, class notes, power points, etc.) 2. Teaching lessons: including your own and each classmate; teaching feedback forms 3. Teaching unit: include a copy of your teaching unit 4. Resources: NAfME/MMEA membership, articles discussed in class, professional development handouts/resources, conference handouts, misc. This portfolio should be well organized and be worked on throughout the semester. The instructor will ask students to bring their portfolio to class mid- semester to check progress. This portfolio will become a valuable resource after completing the course as a reference for future teaching experiences. Grading 50 points: 10 points for each of 4 sections (40 points), 10 points for organization; Points will be subtracted for each requirement not fully completed.

6 Music Education Professional Organizations: NAfME (National Association for Music Education) http://www.nafme.org/ MMEA (Maryland Music Educators Association) http://www.mmea- maryland.org/ - NAfME Collegiate membership includes state membership to MMEA (Include a print- out of your membership number in your Portfolio assignment) - MMEA Fall In- Service Conference is Friday- Saturday, February 20-21, 2014, Baltimore Convention Center (some events also on Thursday and Sunday). (You are not required to attend the MMEA Spring Conference, but are strongly encouraged to do so - see website for more information) Grading 25 points (membership to organizations) Final Exam Grading 50 points COURSE EVALUATION Assignments 40% (200 points) Grade Journal Article Review #1 25 points Journal Article Review #2 25 points Assignment - Choice (3 Options) 25 points Classroom Observation/Reflection 25 points Teaching Unit 100 points Teaching Experiences 40% (200 points) Grade Technology- Sharing Lesson 50 points Beginning Drumming Lesson 50 points Listening Lesson 50 points Beginning Guitar Lesson 50 points Professional Development 20% (100 points) Grade Portfolio (including NAfME/MMEA Membership) 50 points Final Exam 50 points Grading A 90%- 100% B 80%- 89% C 70%- 79% D 60%- 69% F 0-59%

Course Schedule: (Items in bold are assignments/readings due on the date listed.) 7 Week 1 Mon 1/27 Wed 1/29 Fri 1/31 Week 2 Mon 2/3 Wed 2/5 Fri 2/7 Week 3 Mon 2/10 Wed 2/12 Fri 2/14 Week 4 Mon 2/17 Introduction syllabus - expectations Overview: General Music in Middle and High School Why Middle School General Music? Standards: Maryland State Curriculum (Music), National Standards for Music Education, NCCAS, NAfME, MMEA, MSDE, Allegany County Public Schools Lesson Planning: Long- range, Short- range, SLOs, Task Stream, Textbook Series Chapter 1 (Burton): Adolescent Development and the General Music Classroom Chapter 2 (Burton): Making It Happen: Creative Pedagogy for Learners with Special Needs Article (Blackboard): What Middle School Students Need From Their General Music Class (and How We Can Help), by Virginia Wayman Davis, General Music Today, 2011 Read article and bring 2 typed discussion points, prepared to share in class discussion Applications of Dalcroze, Orff and Kodály (Review from EDUC 354) (Rhythm cup games) Journal Article Review #1 due Educational Trends: Race to the Top, Common Core Standards, NCCAS, Framework for Teaching and Teacher Evaluation, STEM Field Trip - General Music Classroom Observation (Middle School) General Music Class: 9:16-10:32 am (Snow Delay: 10:50-11:45am) 9:50-10:55 am Westmar Middle School, 16915 Lower George s Creek Rd, Lonaconing, MD, 301-463- 5751, Ms. Desiree Witt, choral music teacher (In case of inclement weather: please check your email EARLY that morning.) Class Discussion - Field Trip General Music Classroom Observation/Reflection Due (and prepared to discuss) Chapter 3 (Burton): Singing in Middle School General Music Class Article (Blackboard): Skills Acquisition in Secondary Music: Keeping Kids Singing After Grade 4, by Allen Howell, PMEA Journal, 2001 Read article and bring 1 typed discussion point, prepared to share in class discussion Wed 2/19 - Make- up class (SNOW days) Fri 2/21 - No class (MMEA Conference, Baltimore) Assignment: Prepare Technology Sharing Lesson (due next week) Week 5 Mon 2/24 Wed 2/26 Chapter 10 (Burton): Engaging Adolescents with Music and Technology Technology in General Music (Interactive whiteboards, software, websites, YouTube, ipad, ipod) General Music Courses in High School (Music Theory, Technology, etc.)

8 Fri 2/28 Week 6 Mon 3/3 Wed 3/5 Fri 3/7 Week 7 Mon 3/10 Wed 3/12 Fri 3/14 Technology Sharing Lesson Due (share/lead discussion utilizing technology) Introduction: World Music Drumming Chapter 6 (Burton): Drumming and Percussion Chapter 9 (Burton): World Music Read pages 4-13: World Music Drumming, by Will Schmid World Music Drumming Guest Instructor: Mr. Gary Phillips, Percussion (1) World Music Drumming Guest Instructor: Mr. Gary Phillips, Percussion (2) Journal Article Review #2 due World Music Drumming (ensemble practice/teaching - bring Schmid text) Teaching - Beginning Drumming Lesson Teaching - Beginning Drumming Lesson ~~~ March 17, 19 & 21 ~~~ Spring Break ~~~ No Class ~~~ Week 8 Mon 3/24 Wed 3/26 Fri 3/28 Week 9 Mon 3/31 Wed 4/2 Fri 4/4 Week 10 Mon 4/7 Wed 4/9 Introduction: Guitar Chapter 5 (Burton): Teaching Guitar as a Tool for Creative Expression Article (Blackboard): Why Guitar is Increasingly Finding a Place in the Music Classroom - and How You Can Build Your Own Program, by Adam Perlmutter, Teaching Music, 19(2), 2011 Read article and bring 1 typed discussion point, prepared to share in class discussion Guest Instructor: Mr. Patrick Sise, Guitar (1) Guitar (continued) Mid- semester Portfolio check due - bring to class Guitar (continued) Article (Blackboard): Getting Started with Class Guitar, by S. Eckels, Teaching Music, 2006 Read article and bring 1 typed discussion point, prepared to share in class discussion Guest Instructor: Mr. Patrick Sise, Guitar (2) Guitar (continued); Ukulele Assignment Due (from 3 Choices) Article (Blackboard): Finding Inspiration in Middle School General Music, by Elizabeth Ann McAnally, General Music Today, 24(3), 2011 Article (Blackboard): Enhancing Middle- Level General Music: Suggestions from the Literature, by Kevin Gerrity, Music Educators Journal, 2009 Read both articles and bring 2 typed discussion points (1 for each article), prepared to share in class discussion Guest Instructor: Mr. Patrick Sise, Guitar (3)

Fri 4/11 Week 11 Mon 4/14 Wed 4/16 Fri 4/18 Week 12 Mon 4/21 Wed 4/23 Fri 4/25 Week 13 Mon 4/28 Wed 4/30 Fri 5/2 Teaching - Listening Lesson Teaching - Listening Lesson Guest Instructor: Mr. Patrick Sise, Guitar (4) No class - Assignment: Practice Guitar/Prepare Guitar Teaching Lesson Keyboard Instruction Chapter 4 (Burton): Middle School Keyboard Ensemble Class Guest Instructor: Mr. Patrick Sise, Guitar (5) Chapter 12 (Burton): Making Music Mine! A Centers- Based Approach for Middle School General Music Guitar practice Teaching - Beginning Guitar Lesson Teaching - Beginning Guitar Lesson Catch- up day; (Folk Dancing?) 9 Week 14 Mon 5/5 Wed 5/7 Fri 5/9 Teaching Unit due - be prepared to share your unit with class discussion Tips for Teaching Secondary Students (McAnally) Portfolio Due; Review for Final Exam Week 15 Mon 5/12 Final Exam